PLANNING SKILLS AND TEACHING STRATEGIES

(Student Instructions)
Purpose: Effective lesson planning is an essential skill needed to be a successful early childhood
educator. This KEY ASSESSMENT will demonstrate your ability to meet outcomes in several
courses and will show that you are meeting specific NAEYC standards. Use this lesson plan
format to plan a developmentally appropriate lesson.

Name: ____Tiffany Pagan____________________________ EDUC __271__ Date: 11/9/2022

________________

TITLE: Sight Word

SUBJECT: Vocabulary
GRADE LEVEL: Pre-K
DURATION: 15 minutes

GOAL OR PURPOSE OF LESSON (NAEYC 5a) A statement, overarching idea, or question

that is broad and applicable to similar topics. Using the PA Early Learning Standards (from
pakeys.org or pdesas.org) for the selected grade/age, answer the following prompts:
The “Big Idea” is...
Audience and Purpose influence a writer’s choice of organizational pattern,
language, and literacy techniques, effective research requires the use of varied resources
to gain or expand knowledge.
What should the child know at this grade/age level?
 Name some colors and some numbers.
 Understands the idea of counting.
 Starts to understand time.
 Remembers parts of a story.
 Understand the idea of “same” and “different”.
 Draws a person with 2 to 4 body parts.
 Uses scissors
 Starts to copy some capital letters.
 Play board or card games.
 Tells you what he/she thinks is going to happen next in a book.
How does this link with the knowledge expectations at a previous grade/age
level?
This links with knowledge expectations at a previous grade/ age level by the
developing the skills of working with toys that have buttons, levers, and moving parts.
The child can do puzzles with 3 or 4 pieces. The child understands what “two” mean, can
build tower of more than 6 blocks.
How does this link with knowledge expectations at a future grade/age level?
This link with the knowledge expectations at a future grade/age level by
developing the skills of counting 10 or more things. The child will know how to draw a
person with at least 6 body parts. The child will be able to print some letters or numbers,
copies a triangle and other geometric shapes.
STANDARD AND LEARNING GOALS: (NAEYC 5c)
STANDARD AREA: 1.4 Writing
STANDARD: Emerging to… Spell simple words phonetically
COMPETENCY: The learner will: write symbols, letters, or letter- like shapes. Attempt
to reproduce own name and simple words, with most letters correct.

OBJECTIVE: Write one sentence that describes what students will be expected to
learn/do by the end of the lesson. Your sentence needs to include the Audience, the
Behavior, the Conditions, and the Degree of Mastery. Use BLOOMS taxonomy for
behavioral verbs.
I.e., Using the Kinetic Sand, the 4th graders will write the sight words, using the
word on flash cards, activity tray, toothpick.

ASSESSMENT: (NAEYC 3)
 (3b) formative and the tool are activity tray, toothpick, sight word.
 (3a) this tool suits this lesson because the child will be able to write down simple sight
words with the Kinetic Sand. They will learn new words in a fun way.

ENVIRONMENTAL PREPARATIONS: (NAEYC 1d)

 Book: THE WORD COLLECTOR by Peter H. Reynolds
Material needs for this lesson: is an activity tray, Kinetic sand, toothpick, flash card with
sight words.
  I would prepare the activity with Kinetic sand, I would place the sand in the
squares so the child can practice the words, I would place the flash card next to
the activity tray, place the toothpick in the tray as well. I would place the sight
word activity in the writing center so the child will know that this is a writing
activity, and the child will avoid put the sand in their mouths. i would also add
second game for kids. I would add a memory card game. i would have the sight
words turned into cards and i would have the kids find the matching sight words
cards. I would flip cards over and switch the cards around to see if the child could
remember where the matching one would be.
 A, Look, Where.

PROCEDURES: (NAEYC 5b) Explain in steps how the lesson unfolds. Use this numbered list
as a guide for essential elements to include an attention grabber, clear teacher and student
roles, constructivist strategies, documented learning, and an appropriate summary.
1. How many of you want to be word collectors? I will tell the children that we are going
to be just like the word collector. We are going to learn new words and write them down
instead of cutting them of magazines and newspapers.

2. I/the teacher will conduct the lesson in/a small group because I would like to see the
children learning the new words and I would like to help any children who might need
assistance with activity.
3. Then, I/the teacher will connect to prior learning by showing them that the word collector
made a story with his word, and I will show them a poem that has their sight words. So,
they can see words has power.
4. Next, I will have child demonstrate them doing the activity
5. Then, together we will do a word together with our activity tray of kinetic sand.
6. In the next steps (however many you need), explain:

a. Social skill that will be used will be sharing their flash cards. Classroom
guidelines will be keeping their kinetic sand in the activity tray and not
putting the toothpick in their mouths, not put the kinetic sand in their
mouths. Early finisher can choose to go the library center or play roll and
write sight word game for fun.
 b. I would ask questions like what things can you do?
c. The child will hypothesize what activity are we going to do with the
kinetic sand is used for, investigate the how to use the toothpick in the
activity and explore materials on the table by asking questions, touching
the materials. they will explore the activity at the writing center then I will
go over rules and what the activity will be about.
d. They will represent their learning through writing.
7. To summarize what we’ve done in this lesson/activity, I would have the children sit in a
circle and ill ask them what word would the collect in the activity? I’ll have them share
with their sitting buddies and then have the child tell me.
ADAPTATIONS: (NAEYC 4c) Describe at least one adaptation from these choices:
 The disability will be learning disability I would have the child practice the simpler
words and then the difficult words we will do together and if they are still having trouble,
I will have them practice the words at home.

FAMILY/COMMUNITY CONNECTION:
 (NAEYC 2c) a local thing they can do is go to library and find the words in books and
have the child write down the words in colorful crayons, technology they can use
YouTube. To find books related these words.
 (NAEYC 2b) I would create a blog, and, in the blog, I will create a list of words for the
child to practice and I will have the child do the words with their family. I will have the
family cut the words with newspaper or practice them through play dough.

STUDENT REFLECTION: (NAEYC 6e)

The strengths in the lesson would be the child will learn new sight words in a fun and exciting
way and it won’t feel like a lesson it will feel like a fun activity to do with his/her peers. My
lesson needs more kinetic sand to fill up the tray. I could afford a lot of kinetic sand from CVS
the next time I do this activity I will try to find another place to buy the kinetic sand. Some
where more affordable. This plan challenged me because I wanted to create some fun for kids to
so I decided to make roll and write game as back up in case some kids wouldn’t enjoy using the
kinetic sand. I know so kids have sensory problems, and I would they would be happy with
touching the kinetic sand. My plan for improvements who be finding a more afford place to buy
kinetic sand. The person who could help me would be my coworkers or I could talk to my cousin
is a principal.